Pritch robyn kate2024-09-162024-09-162023https://hdl.handle.net/10566/16148This mini-thesis evaluated the impact of assigned Student Support Practitioners (SSPs) on the academic performance of first-generation National Student Financial Aid Scheme (NSFAS) bursary recipients at the University of the Western Cape (UWC). The study was conducted at UWC and used a mixed methodology of qualitative semi-structured interviews and quantitative questionnaires, informed by a literature review and the theoretical perspectives of the Human Development and Capabilities Approach, Human Capital {Haq (1980), Sen (1980), Nussbaum (1988 & 2011) and Alkire and Deneulin (2009)}, Social Capital Theory and Maslow’s Hierarchy of Needs. There were three study units: 17 UWC NSFAS-funded bursary students from different faculties who were part of the REAP Programme and had an assigned SSP; 114 UWC NSFASfunded bursary students from different faculties who were not part of REAP and without an SSP;and seven SSPs who were interviewed. The sampled students completed an online questionnaire for the quantitative part of the study. The study found that students with an assigned SSP performedbetter academically and completed their degree in the required time. The data from the student participants and SSPs revealed that mental and emotional support should accompany the financialsupport provided by the NSFAS because of the multiple household related challenges that these students have overcome to qualify for university and continue to contend with once at university.enHigher EducationNational Student Financial Aid SchemeFirst-Generation University StudentStudent SupportStudent Support PractitionerThesis